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Bl6&W5-lm-8881 

BULLETIN 

OF THE 

UNIVERSITY OF TEXAS 

1915: No. 56 



OCTOBER 5 



1915 



Suggestions for the Teaching of 
HISTORY AND CIVICS IN THE HIGH SCHOOL 



BY 
The School of History of 
The University of Texas 




Published by the University six times a month and entered as 
second-class matter at the postoflSce at 

AUSTIN, TEXAS 



)i:-^T^^\ 



The benefits of education and of 

OBefol knowledge, generally diffused 

through a community, are essential 

to the preservation of a free goT- 

emment. 

Sam Houston. 



Cultivated mind is the guardian 
genius of democracy. ... It is the 
only dictator that freemen acknowl- 
edge and the only security that free- 
men desire. 

Mirabean B. Lamar. 



0. of D, 
JUL 1 1918 



1> 






PREFACE 

The material contained in this bulletin is largely a reprint of 
a bulletin of the same title written by Mr. A. C. Krey (formerly 
of the University of Texas). As the supply of the original 
bulletin was exhausted it became necessary to provide a new 
bulletin. This was done by revising the old bulletin. The work of 
revision was done by various members of the faculty of the 
School of History. The extensive bibliography included in the 
new bulletin is largely the work of Mr. Herbert Keller (formerly 
of the University of Texas). 



SUGGESTIONS FOR THE TEACHING OF HISTORY Al^ID 
CIVICS IN THE HIGH SCHOOL 

The High School Course. — Where only two years are given in 
history in the high school, it is thought that those years should 
be given to General History (Ancient and Medieval and Modem). 
When a third course is added, it should be devoted to United 
States History or to a combination of United States History and 
Civics, the history being given in the first half with the civics in 
the second half of the year. English History should be the last 
subject added to the history curriculum, but the course should 
then be readjusted so that it may precede United States His- 
tory.^ 

The Duty of the History Teacher to the High School. — The 
problem of teaching history in the high school is not alone one 
of meeting requirements for affiliation with the State Univer- 
sity. The first duty of the high school teacher is to the major ity 
of th e student s. If this obligation is fully discharged there 
can be little question of affiliation with the University, for that 
will come as a matter of course. In view of the fact that a 
majority of the high school students never go to college, the 
task is rather one of equipping them with a certain amount of 
training which wall be of direct benefit to them in understand- 
ing and meeting the problems of daily l ifp Under these cir- 
cumstances, it is necessary to throw the pupils into contact with 
problems which they might otherwise better attack at a later date. 
This is an unfortunate situation, but neither university nor high 
school can ignore it. The public welfare demands a hearty co- 
operation between both institutions in order to accomplish as 
much as possible for the high school student. 

The Aim of the Teacher. — If the teacher can say at the end 
of four years that his students are able to think intelligently con- 
cerning the facts of ordinary life, his duty has been fairly done. 
To do this the student ought to be able to read any ordinary rec- 
ord of common events in such a way as to understand what the 



^The following units may be offered for affiliation in the Univer- 
sity: Ancient History, 1 unit; Medieval and Modern History, 1 
unit; English History, 1 unit; American History, % or 1 unit; 
Civics, V2 unit. But no more than four units may be counted in 
History and Civics combined. 



6 Bulletin of ihe University of Texas 

Avriti^r really intended to convey. He ought to be able to ap- 
proach a public problem with an liistorieal desire to know the 
truth, to apply to it all reasonable points of view, and to come to 
an independent conclusion based upon earnest conviction. This 
is an aim. To expect its complete attainment from an immature 
high school fjraduate is scarcely wise. Yet, though he cannot 
reach this goal until he is more mature, he can and ought to be 
firmly trained in this direction. He can be made familiar with 
the elementary steps of the journey, and can even be led a re- 
spectable distance along the right path. It is his journey, but 
the teacher must start him on it. This should be the consciou.s 
aim of the teacher from the first year through the last. 

Aids to the Teacher. — The main aids to the teacher con.sist, of 
course, in his training and personality. The teacher who is lib- 
erally supplied with these will not find it difficult to put into 
practice such of the suggestions embodied in this bulletin as com- 
mend themselves to him — he will probably improve on them. 
One Avho lacks these elements will find it most profitable to try 
to make up at least the w'ant of training, and to follow as many 
of these suggestions as possible. In the meantime there are some 
books on the teaching of history which will be found very help- 
ful. The best are : 

Committee of Seven, History in the Schools. Macmillan Com- 
pany, 1904. — This little book, Avhich embodies the report of a 
committee of the American Historical Association, represents the 
opinions of the authorities in the field, and ought to be a part of 
eveiy history teacher's equipment. It can be obtained from the 
publishers for 50 cents. 

Committee of Five, History in the Schools. ]\Iacmillan Com- 
pany, 1910. — Like the preceding, this is the report of a commit- 
tee of the American Historical Association, and is intended 
to consider questions which have ari.sen since the earlier report 
viBS issued. It is mainly useful in calling the earnest attention 
of teachers to the relation of the various history' courses in sec- 
ondary schools to each other. It can be obtained from the pub- 
lishers for 25 cents. 

Bourne, H. E., The Teaching of History and Civics in the Ele- 
mentary and Secondary Schools. Longmans, Green and Com- 
pany, 1910. — This is probably the most serviceable work on the 



History and Civics in the High School 7 

pedagogy of history which has thus far appeared. The latest 
edition (1910) is up-to-date and every teacher ought to have a 
copy. It gives a bibliography of other works of advantage to 
the teacher. 

The History Teachers' 3Iafjazi)u.— Thin monthly publication 
has been i.ssued by the McKinley Publishing Company since 
September, 1909. An increasing deficit forced them to discon- 
tinue it temporarily with- the September issue of 1911, but the 
American Historical Association, at its Christmas meeting, de- 
cided to guarantee its further publication, in view of the general 
satisfaction which it gave to history teachers. If the former 
policy of taking up specific problems as treated by teachers of 
recognized ability and long experience is continued, it will be 
more than worth its price to every teacher of history. The 
former price was $1.00 per year by subscription, and this price 
is .continued to members of Teachers' Associations. 

The Texas History Teachers' Bulletin. — This publication, is- 
sued in November, February and :\Iay, is the organ of expression 
of the history teachers of Texas. Experiences and ideals, sug- 
gestions, criticisms land questions, bibliographies, book reviews 
and source selections, personal items, and local news concerning 
educational matters in general are some of the subjects that 
appear in this bulletin; It is published by the University of 
Texas and can be obtained, together with all back numbers ex- 
cepting No. 1, of Volume I, free of charge. Dr. Milton R. Gutseh, 
___^_XIliiversity of Texas, Managing Editor. 

Other works of possible advantage are: Hinsdale, Hoiv to 
Study and Teach History, Appleton, 1894; Mace, Method in His- 
tory, Ginn and Company, 1897; McMurray, Special Method in 
History, Macmillan, 1910. 

The Plan of This Bulletin. — The suggestions which follow are 
grouped under the titles. Text, Assignment of Lesson, Outline, 
Chronology, Geography, Illustrative Material, Historical Fic- 
tion, the Source Method, the Library Problem, and the Topic. 
All have been drawn from the actual practice in secondary 
schools of this and other states and the utmost suggested under 
any of these titles is being actually accomplished by some high 
schools of our own state. Local exigencies, such as inadequate 
library facilities, straitened finances, and the absence of illustra- 



8 Bulletin of the University of Texas 

tive material, as well as lack of training, will make it difficult for 
some teachers to adopt all of the suggestions here laid down. 
The fii-st three subjects, however, on the text-book, assignment of 
lesson, and the outline, are so important that they ought to be 
followed by every school. Chronology and geography are also 
very important elements, and it is hoped that the teacher may 
be aided by the paragraphs on those subjects. Illustrative ma- 
terial and historical fiction assist the teacher in his execution of 
the routine work, and the value of the present suggestions will 
depend largely upon the resources available in each school. 
Those on the library problem ought to be helpful to every teacher 
— more where there are no reference books, less where there is al- 
ready a well stocked library. Successful use of the source- 
method requires a considerable degree of historical preparation 
in the teacher, and the remarks on that subject are directed, pri- 
marily, to such teachers as have this. The discussion of the 
topic suggests a desirable aim which the better equipped schools 
are actually realizing, but schools which lack many of the facil- 
ities will have to satisfy themselves with less. Something, how- 
ever, in this direction can and ought to be done by all the schools. 

TEXTS 

The choice of the proper text-book is one of the most important 
elements in the course. There are quite a number of texts in each 
field which are quite satisfactory in general, but even among 
these there is a wide choice to be made by the individual teacher. 
The previous preparation of the students, the presence or absence 
of adequate library and illustrative facilities, . and the special 
preparation of the teacher are considerations which ought to 
weigh heavily in the final selection. Whereas little more than a 
dry outline of important facts might do very well in one placa 
with a certain teacher, another might require a text heavily laden 
with illustrations and fascinating phraseology. It is therefore 
well for the teacher to consider all the factors carefully, and, 
after looking over all the usable texts, to select the most suit- 
able. 

Among the books which are used with more or lass satisfac- 
tion by competent teachers are the following: 

(a) For Ancient History: Botsford, A History of the Aiin'ent 



History and Cimcs in the High School 9 

World (The Macmillan Company), 1911; Morey, Outlines of lin- 
cient History (American Book Company) ; Myers, Ancient His- 
tory, Revised (Ginn and Company) ; West, Ancietit History 
(Allyn and Bacon) ; Westerman, W. L. ; The Story of the An- 
cient Nations (Appleton). Robertson, J. H., and Breasted, J. 
H., Otitline for European History, Part I (Ginn). Webster, H., 
Ancient History (Heath). 

(b) For Medieval and Modern History: Harding, Essen- 
tials of Medieval and Modern History (American Book Com- 
pany) ; Munro and Whitcomb, Medieval and Modern History 
(Appleton) ; IMyers, Medieval ancl Modern History, Revised 
(Ginn and Company) ; Robinson, History of Western Europe 
(Ginn and Company) ; West, Medieval and Modern History 
(Allyn and Bacon). 

(c) For English History: Chcyney, A Short History of 
England (Ginn and Company) ; Andrews, A History of Eng- 
land (Allyn and Bacon). Larson, History of England and the 
British Empire (D. C. Heath). 

(d) For American History, it is more difficult to find a sat- 
isfactory treatment. The available texts for high schools are 
generally marked by one of three defects : inaccuracy, want of 
proper proportion and organization, and sectional prejudice. 
Some that are, on the whole, and with these reservations, most 
available are Adams and Trent's History of the United States, 
Johnston's The United States: Its History and Constitution, 
and Hart's Essentials of American History. 

ASSIGNMENT OF LESSON 

Many teachers just beginning their work find this one of 
their chief problems. With first year students it is very profit- 
able to devote as much as ten, or even fifteen, minutes to the 
assignment of the next lesson. The teacher ought to explain 
any difficult passages, point out what is to be emphasized and 
what may be omitted, pronounce difficult names, and make clear 
what places are to be located on maps by the students. Such 
consideration usually saves much time on the part of the stu- 
dents, and is the means of avoiding numerous unnecessary mis- 
takes. In the course of the explanation the teacher ought to 
suggest questions which will involve not mere repetition of the 



10 Bulletin of the University of Texas 

words of the texts, but individual tliought. This will help 2:reaily 
in giving? the students the i)i'oper idea that their course in his- 
tory is not only reading, but actual study of the past. Some 
teachers make sucli question a regular part of the day's work 
and place the (piestions on the blackboard, so that the student>i 
may copy them into note-books. But always, especially in the 
first year, the assignment ought to be both clear and definite, 
not only as to what the students shall study, but also what they 
sliall omit. In the more advanced work less indulgence ought to 
be practiced, so as to cultivate a certain amount of initiative 
on the part of the students. By the senior year, little more than 
a definite assignment of the subject of the next lesson, without 
much explanation, ought to be sufficient, but this state of inde- 
pendence .should be the fruit of gj^adual training. 

THE OUTLINE 

/Is / nipoilaiicf lo tlic Tcachef. — In the first place, it can- 
not be too emphatically stated that an outline is indispensable 
to the teacher. Good teachers of history today do not think 
of undertaking the year's work w'ithout having prepared a com- 
plete outline of the whole course — not only of the text-book, 
but of all the auxiliary work as well. In this way the task be- 
comes a unified development in which each recitation is a defi- 
nite step, instead of one of a serias of disjointed entities which 
may land teacher and class, at the end of the year, a whole cen- 
tury behind their point of destination. It enables the teacher to 
meet unforeseen delays by hastening over some less important 
matter, or to adapt himself to unexpected progress of the class 
by working more intensely on some important period. AVith 
such an outline carefully prepared, English history will ex- 
tend from the earliest times to the very present; modern his- 
tory will not end with Napoleon, and the student will learn, 
in American history, that the events of the past are the direct 
explanation of the life with which he is in actual c(mtact. This 
is a jxsychological advantage which the careless teacher loses 
almost entirely, and his students leave the schoolroom, feeling 
that history is a memory, plea.sant or otherwise, as the case 
may be, of something which happened in the past, but which 
is of no direct concern to them. Such a condition is pathetic. 



History and Civics in the High School 11 

and need not occur even where the exigencies of the high school 
administration place a teacher in charge of history who is not 
especially prepared in the subject, for there are a great many 
excellent syllabi now available at slight expense. A careful 
adaptation of one or more of these can be used with profit 
until a trained teacher is procured. 

A History Syllabus for Secondary Schools (D. C. Heath and 
Company, 1904), issued by the New England History Teachers'' 
Association, contains careful outlines of the history work of a 
four-year high school course, besides selected bibliographies, sug- 
gestions as to topics, cind good advice to teachers. 

Th e Syllabus for Secondary Schools, issued as a bulletin of the 
Education Department of the University of the State of New 
York, 1910, largely repeats the' outlines of the New England 
Syllabus, but has in addition on outline of Civics and Economics. 

A Syllabus of European History, including ancient, medieval 
and modern history, issued by Professor Laurence M. Larson 
and a committee of the Illinois State History Teachers' Associa- 
tion, contains, in addition, topic references, suggestions as to 
map work, and a select bibliography. A more detailed list of 
syllabi may be found in the Historjf Teachers' Magazine of De- 
cember, 1909. 

The Imiwrtance of the Outline for the Studoits. — Careful 
and logical analysis of the subject is of fundamental impor- 
tance. History study can give its students few things of greater- 
importance than the ability to see clearly the sequence of cause 
and effect in human affairs, and nothing so surely develops this 
as continuous training in outline making. The teacher will find 
it advantageous to jiroceed gradually in teaching the students 
to outline. In the first year he may place on the blackboard 
a brief outline of the text-book assignment for the day. or as 
he gives the cla.ss some additional material, put a simple out- 
line of that on the board as he proceeds. After the cla.ss has 
become accustomed to the consideration of an outline along 
with the recitation, he should have the students themselves out- 
line simple assignments in the text, or have a student present 
orally some additional, interesting information, on the basis of 
an outline on the board. The outlines ought to be carefully con- 
sidered in class, and the corrections should be cleai-ly explained. 



12 Bulletin of the University of Texas 

Thus the work should continue, the teacher domg the bulk of 
the outlining, the students doing- the more simple parts of the 
work under the careful correction of the instructor and of each 
other. As their ability develops, more difficult tasks can be as- 
signed. By the end of the second year the pupils ought to be 
able to analyze and outline almost any chapter in the text as 
well as of the simpler reference readings. Written outlines 
ought still to be the rule in the third year, with the teacher 
still doing the most difficult parts of the work. 

A simple device, used by some teachers, is to have the out- 
line of the day's lesson written on the blackboard before the 
recitation. This is copied into note books by the students while 
the teacher checks up the class roll. In the third year different 
members of the class are assigned the text outline on succeed- 
ing days. The outline is placed on the board, and as the recita- 
tion proceeds is corrected by teacher and students, the correc- 
tions being duly inscribed in the note-books. As the class be- 
comes more proficient, the teacher gradually dispenses with 
blackboard outlines, but each student still keeps his own outline 
in his note-book, which the teacher examines from time to time 
and corrects. Outlines of additional information furnished by 
the teacher, or of an oral topic by a pupil, are entered during 
the recitation. During the senior year this method is gradually 
changed to one of oral outline — the student being expected to 
have made a clear analysis of his material, and to recite accord- 
ingly — and the students are expected to be able to read not only 
a few pages, but whole chapters without missing a single im- 
portant point presented by the writer. 

Tlie Object of the Outline. — Leaving aside the value which the 
outline gives in the matter of perspective and the slight amount 
of synthetic practice afforded by fitting several accounts into 
a single outline, the student is trying, primarily, in this matter 
of analysis, to understand a narrative as the author intends that 
he should, and to guage the relative importance of various facts 
from the point of view of the writer. This should not be impos- 
sible of attainment, yet a notoble English scholar has criticized 
the Americans on the ground that tliey do not get more than a 
fourth of what they read on the printed page. If his criticism 
is just, the teachers of history must carry no small amount of 



History and Civics in the High School 13 

the blame, and they can best absolve themselves of the blame by 
rigid insistence on well-considered outlines. Needless to say, such 
training is valuable to the student not only for his work in his- 
tory. The power of logical analysis thus acquired ought to form 
a basis for logical thinking in dealing with all similar matter, 
both in school and afterwards. 

CHRONOLOGY 

Importance of Dates. — Perhaps one of the mcst certain tests of 
accuracy in history training lies in the students' knowledge of 
the time and place of historical events. The importance of these 
needs little emphasis here. The problem is rather one of making 
their importance clear to the student. Psychology has demon- 
strated the wastefulness of the old system of memorizing dates 
for the menemonic value of the exercise. Each date should be a 
peg on which to hang historical events. 490 B. C. becomes a con- 
venient pivot around which to fix the history of the Persian wars. 
The whole confusing series of the Barbarian Invasions may be 
grouped around the dates at which they reached the city of Kome. 
Visigoths 410, Huns -452, Vandals 455, Ostrogoths 493, and the 
Lombards at the end of the sixth century. From the.se dates each 
of the invasions may be traced backward to its starting place 
and forward to the place of final settlement. Numerous other 
illustrations might be suggested, but by the use of such chrono- 
logical bases the student will remember the facts and dates be- 
cause of their relationship, and not each for itself. The associa- 
tions ought to be so firmly fixed that, given one of a series, the 
student will readily reconstruct the whole series in its proper 
time and place. This ought to be rigidly practiced. An occa- 
sional rapid fire question drill will impress upon the student's 
mind the fundamental importance of accuracy in these relations. 
The excitement of the method will make its use both stimulating 
and profitable. 

Chroihological Devices. — Various devices have been invented 
by ingenious teachers, to fix clearly in the mind of the students 
numerous historical relationships. Synchronous charts, time 
maps, graphs, chronological outlines, and blackboard rep- 
resentations are used to present the facts of history more 
graphically. Some of these have been described in various nuni- 



14 



Bulletin of the University of Texas 



bers of the History Teachers' Magazine, and a careful study of 
them will suggest many other similar devices to the resourceful 
teacher. Among the chronological compendiums, Ploetz, C, 
■ Epitome of Universal History (newly revised, Houghton, 1900), 
is still the most popular. George P. Putnam's Tabular Vieivs of 
University History (Putnam, 1907), is likewise a very convenient 
collection of dates. 

GEOGRAPHY 

The Importance of Geography. — The makers of dictionaries 
have not yet invented a word to describe the sin of place confu- 
sion, as they have that of time, but there ought to be one. When 
a student calmly assures us that Elbe was a famous Eoman 
general, or that Constantinople is located in the northern part 
of England, it is, to say the least, discouraging. Such facts are 
not only historically important, but ought to be matters of gen- 
eral contemporary information. Mo.st high school freshmen, it 
may be presumed, have had an elementary course in the geog- 
raphy of the world. With the present larger political divisions 
of the ATorld they ought to be familiar, and this will offer a con- 
venient basis for localizing historical names as they occur in the 
text. There ought to be a few large wall maps in the school, and 
with the beginning of the first year the teacher ought to set the 
■example of pointing out the locations on the map. This can very 
-soon be varied by letting a student go to the map and point out 
the location of countries, rivers, mountains, and towns as they 
are called off by the teacher. The teacher should supplement this 
exercise by having: the students fill in outline maps. Almost all 
text-books now have a few excellent maps, and the student ought 
to be taught as soon as possible to appreciate their significance. 
He should learn very soon that he is expected to know the loca- 
tion of every place mentioned in the text. Important physical 
features ought to be emphasized. 

Geography Not a Thing Apart From History. — The great 
danger in geographical work lies in the possibility that the stu- 
dent may regard it as something apart from his history — a 
danger which is invited by setting aside certain days for geog- 
raphical work alone. It is much better to have the geographical 
drill as part of the day's lesson, or in connection with the review. 
The brief survey of oriental history with which the first year 



History and Civics in the High School -15 

begins could be very effectively reviewed by a map assignment 
of the Mediterranean basin, including the political divisions of 
the ancient empires as well as the more important cities. The 
use of colors would be an added incentive to the average fresh- 
man. With careful correction of these maps in the class room the 
student would obtain very valuable results. The review of the 
Persian wars should be accompanied by a map. Alexander's 
empire offers another opportunity. It was no accident that 
made farmers of the Egyptians, shepherds of the Assyrians, 
sailors of the Phoenicians and Greeks. The physical conditions 
of their respective countries left them no choice. 

Influence of Geography on History. — Some beginnings can 
even be made in explaining the influence of physical geography 
in history. In connection with Greek history a relief map of the 
peninsula and the Aegean Sea will simply illuminate the text, 
showing concretely how the mountains kept the Greek states 
apart, retarded the development of some, hastened the oppor- 
tunities of others; and how the remarkable indentations of the 
eastern coast and the conveniently scattered islands invited the 
Greeks out to sea. Such an illustration is much more vivid than 
the words of a text-book can ever be. Military operations can- 
not be studied intelligently apart from the map; and they can 
often be illuminated by a relief map. For example, the stages 
of the Persian wars in Greece, or the campaigns of Hannibal in 
Italy take on a new meaning when studied in connection with the 
tiiEfiSraphy of the country. 

WJiat May Be Reasonably Expected of the Student. — By the 
end of the first j-ear the student ought to have acquired the habit 
of looking up the geography of every important point encoun- 
tered in the reading, and the ability to locate it on an outline 
map. The second year offers abundant opportunity for map 
work. In fact, map work becomes an absolute necessity for such 
a topic as the barbarian invasions. The expansion of the Prank- 
ish domain from Clovis to Charlemagne on one map is an exer- 
cise of a different kind. Occasion for map making is offered 
throughout the second year by the kaleidoscope changes in po- 
litical geography. English history offers an opportunity for 
more intensive work on smaller localities, showing the influence 
of various physical factors. This is even more true of Amer- 



16 Bulletin of the University of Texas 

ican history, where early settlements trickled inland along river 
valleys; where mountain passes become main highways, and cities 
grew up at the confluence of commercial streams. The increased 
interest in the recent study of geography has placed numerous 
aids at the disposal of the teacher. Every school ought to have a 
set of good wall maps whose features are clear to students in 
their seats. The Kiepert maps (Rand, McNally Company), the 
Spruner-Bretschneider (Perthes), and the Rand, McNally series 
are some of the better known of these. For high school use the 
Rand, McNally maps are perhaps the best, and they have the 
additional advantage of cheapness. Atlases for reference pur- 
poses are quite numerous. Dow, Atlas of European History 
(Henry Holt and Company, 1909, $1.50), and Shepherd, His- 
torical Atlas (Henry Holt and Company, 1911, $2.50), are both 
extremely useful. For ancient history, Kiepert, Atlas Antiquus 
(Sanborn, $2.50) is helpful, while in English History, Gardiner, 
ScJiool Atlas of English History (Longmans, $1.25) is quite 
adequate. For American history there is no complete Atlas, 
but the Shepherd Atlas, referred to above, devotes a good deal 
of attention to America. Cheap and very handy atlases of 
European history — Ancient, Medieval and Modern — are pub- 
lished in Everyman's Library (E. P. Dutton, New York, 35 
cents each). 

Small outline maps useful for work by the students are pub- 
lished by Atkinson, Mentzer and Grover, D. C. Heath and Com- 
pany, McKinley Publishing Company, and Rand, McNally and 
Company. The teacher can usually select from the catalogues 
the very map he desires. 

On the subject of geographical influence in history, H. B. 
George, Relations of Geography and History (Clarendon Press), 
A. P. Brigham, Geographic Influences in America (Ginn and 
Company), and E. C. Semple, American History and its Geog- 
raphic Conditions (Houghton, Miffln and Company) will be 
found of great value to the teacher. 

ILLUSTRATIVE MATERIAL 

Material for Gaining Interest. — The service of the psycholo- 
gists in analyzing the process whereby the student gains knowl- 
edge is utilized by the teachers of history to no small extent. The 



History and Civics in the High School 17 

problem of gaining the attention of the student and implanting 
ideas is a rather complex one. Already text-books have formed 
the habit of appealing to the student's powers of vizualization by- 
printing numerous pictures and maps. The modern picture pos- 
tals and cheap prints of historical scenes make the same appeal. 
Historical landmarks and monuments of the immediate neigh- 
borhood offer other opportunities. The skill of manual training 
students might be applied to the manufacture of models — fo? 
example, Caesar's bridge across the Rhine. The local physical 
geography can be used to afford illustrations of geographical in- 
fluences; for example, why is Galveston the second largest ship- 
ping port in the United States? Why is Houston a great rail- 
road center ? Why are San Antonio and El Paso health resorts ? 
Why is rice raised in South Texas, and wheat in North Texas? 
And the sentiments of local newspapers can be employed to 
show concretely local jealousies and rivalries of the past. Then 
there are museums, exhibitions of coins, arms, historical curi- 
osities, and the like to engage the attention of the student. 

The Use of Such Material. — How to use illustrative material 
will rest largely with the teacher. There are some classical ex- 
amples of the use of illustration, like the one of the teacher in 
France who used a model of a castle to draw from the students 
the whole account of chivalry and the life of the twelfth and 
thirteenth centuries. Many teachers have been able to make 
clear difficulties in financial history by exhibiting coins of the 
period. Even the monetary issue of the political campaign of 
1896 has been somewhat elucidated by the comparison of a gold 
dollar and the campaign sixteen-to-one dollar. The History 
Teachers' Magazine has from time to time given other examples. 
The use of illustrative material to arouse the interest of the stu- 
dent in the study of history, to make clear some otherwise ab- 
stract fact, and to make real the spirit of past ages offers a wide 
field for the exercise of individual ingenuity by the teacher. No 
teacher can use all the devices already invented, and there j-e- 
main a great many points yet to be illustrated, leaving ample 
opportunity for the teacher's individual ability. 

HISTORICAL FICTION 

The Value of Historical Fiction. — The use of historical fiction 
is of unquestionable value. It requires no sage to recognize 



18 Bulletin of the University of Texas 

that fiction is not history, even thongh it uses materials of his- 
tory. Imagination is a wonderful and valuable element in his- 
tory, as well as in other fields, but the historical imagination is 
strictly limited hy fact, and its chief function consists in taking 
given facts, reconstructing probable intermediate facts, and on 
this basis working out the true explanation of an event, a move- 
ment, or a period. The genius among historians is the one who 
can on the basis of a few established facts work out the true in- 
terpretation of an historical movement. Such interpretation, 
however, must stand the test of every additional fact discovered 
by later workers. The literary imagination of the fiction writer, 
on the other hand, may begin like that of the historian, with a 
few established facts ; but on the basis of these it is not restrained 
from constructing any creation which the fancy may dictate, 
and the criterion by which the work is judged is whether it is 
artfully, deceivingly done. There are a few good historical 
novels scattered over the four fields of history which seem to 
have caught the spirit of the times as the historian knows it, and 
without distorting actual historical characters to have woven out 
of it interesting accounts. These may well be used to stimulate 
interest in the students, but since there is so much of the unusual 
in real life, and since historians today are writing accurate ac- 
counts in an interesting way, it is doubtful whether even these 
few need to be resorted to. 

THE LIBRARY PROBLEM 

The Importance of the Library. — The time when teachers felt 
and conveyed to their classes the comfortable assurance that 
the text-book was the embodiment of all historical knowledge 
and that perfection in the study of history could be attained by 
memorizing the words of the book has happily passed. The facts 
of history, even those which are important, are too numerous to 
permit of such convenient compression. The books which deal 
with the past life of man are numerous enough to stock whole 
libraries. It becomes, therefore, a problem of training the stu- 
dent to use such books to advantage. The practical character 
of secondary education demands an elementary training in this 
problem in the high school. 

Utilization of the Public Library. — Where the community is aU 



History and Civics in the High School 19 

ready supplied with a public library the problem is not difficult. 
The teacher can co-operate with the librarian, suggesting new 
and excellent books which the library ought to have, selecting 
from the present stock-books which tlie student ought to read, 
and assisting generally in getting the books and the students to- 
gether. The librarian can be of great assistance, too, in suggest- 
ing to students what books they can read to good advantage. 
This is an opportunity which arises constantly in the work of the 
librarian. 

Where There Is No Library. — In many of our communities, 
however, the school is not so fortunate. Often not even ten books 
are available for reference purposes, and this imposes a more, 
serious task upon the teacher — that of collecting a library. In 
this undertaking the teacher can benefit from the experience of 
others who have met the same difficulties. Of course, the first es- 
sential is to make the community aware of the need of books. 
This may be rather slow work, but it can be hastened by activity 
on the part of both teacher and students. Local patriotic socie- 
ties are usually willing to apply some funds to the purchase of 
historical material. Such materials could be made available for 
the use of the students. In the same way local self-culture clubs, 
church organizations, and even private libraries might be levied 
upon. For the course in civics an immense amount of literature 
can be obtained at practically no cost. The local congressman 
would usually be willing to get all national publications 
which might be of service. The sepretaiy of state at Austin will 
send on request the available state publications, while the govern- 
mental publications of county and city may be procured with 
even less trouble. Determined teachers sometimes conduct 
bazaars, the proceeds of which are applied to the purchase of 
historical material. A share of the proceeds of school entertain- 
ments might often be secured for the same purpose. Other ex- 
pedients will occur to the teacher who is in earnest. The inter- 
est of the class can be enthusiastically enlisted in building up 
its own library — an achievement Avhich M'ill benefit everybody 
concerned, the community not the least. 

WMt Books to Buy. — When the teacher has secured funds for 
this purpose, the question usually arises of how to use them most 
effectively. At the end of this bulletin there is a small list of 



20 Bulletin of the University of Texas 

books which can be purchased with a comparatively small outlay 
of money. Larger selected lists may be found in some of the 
syllabi and books on the teaching of history. A good, critical 
list of books will be found in Andrews, Gambrill and Tall, A 
Bihliographjj of Ilisionj for Schools and Libraries (Longmans, 
Green and Compan}', 1910), a book which every history teacher 
ought to have. 

THE SOURCE METHOD 

The Problem of Using Sources. — There is perhaps no more 
disputed problem in high school history than that of how far to 
use the sources. That there is a place for such material in sec- 
ondary work is almost universally admitted, but how much of it 
is to be used, and in what manner it is to be employed have pro- 
voked almost diametrically opposite opinions from very excellent 
teachers. Already the market has been supplied with a variety 
of source-books representing different views on the subject, and 
from these the teacher must select according to his individual 
preference. 

Sources May Stimulate Interest. — To arouse interest, such 
books are of constant value from the first year to the last. The 
stories in Plutarch's Lives liave led countless boys to a sympa- 
thetic study and appreciation of Greek history. The stories 
woven originally by Herodotus for audiences at the Olympic 
games have lured as many into the spirit of ancient times. By a 
skillful use of such material, the trained teacher can inveigle 
>even the indifferent beginner into an attitude of interest suffi- 
cient to tide him over the drearier, though necessary, portions of 
the work. Classical Latin literature offers many passages which 
•can be wisely used with the first year students. To arouse in- 
terest, to make a remote past assume a real existence, are val- 
uable services which source material may be made to perform 
in the first year. But such material ought to be used mainly in 
the class room, where the teacher can supply the setting and ex- 
plain allusions. Such practice may be followed fruitfully even 
to the last year by selecting gradually more pointed and mean- 
ingful extracts. 

Sources May Elucidate the Texts. — By careful selection the 
teacher can make the sources elucidate passages in the text 
which would otherwise escape the understanding of the student. 



History and Civics in the High School 21 

The attitude of the best early Roman emperors toward Christian- 
itj' is made much clearer by the correspondence between Pliny 
and Trajan. Throughout medieval history the gradual develop- 
ment of knowledge and ideas can be made clearer from selected 
sources in a way which a text-book can scarcely accomplish. Ein- 
hard's account of life at Charlemagne's court, the account of an 
actual ordeal, the Abbot IMartin's recital of the sack of Constanti- 
nople in 120-4, a contemporary description of Luther at the Diet 
of "Worms, Arthur Young's description of peasant life in France 
before the Revolution, Bismarck's account of the Ems telegram, 
extracts from Bede, the letters of Washington, and many other 
selections given in source-books on medieval, modern, English 
and American history, clarify and fix firmly in the mind of the 
student facts which he might otherwise fail to grasp. 

Sources May Train the Critical Faculty. — The use of the 
sources to train the critical ability of the student is a much more 
delicate and difficult problem. Its efficacy depends to a great 
extent upon the teacher's knowledge of sources and his skill in 
making the various critical elements apparent. Professor Fling 
believes that rather advanced work can be done by the student, 
and laments the unpreparedness of a majority of the teachers to 
supply them with the training. Certainly something can be 
done. The student ought to know that history is not the crea- 
tion of a literary imagination, hut, to the contrary, the true ac- 
count of observed and exact fact, and that the historian's great- 
est problem is to find out the exact facts before he can deter- 
mine their real relationship. He ought to have some apprecia- 
tion of the nature of the historian's matei-ial and of how the 
historian must proceed; for the same sort of work is demanded 
of the student onh^ too soon after he leaves school. 

Method of Using Sources in the First Year. — In the first year 
as sources are used in the class room for illustrative purposes, 
the instructor ought to explain who the author is, where and 
when he wrote, how he got his knowledge — whether by actual ob- 
servation, from oral tradition, or from other written accounts 
now lost. If possible a few elementary facts about the author's 
fitness for his task and his purpose in writing his work might be 
mentioned. This, of course, must come from the teacher, and 
must be clearly told. The utmost that may be expected of the 



22 Bulletin of the University of Texas 

student is for him to recall in review some of the teacher's state- 
ments, with their application. 

Method in the Second Year. — In the second year the teacher 
may go so far as to assign simple topics which involve the use 
of sources. A splendid opportunity comes in the consideration 
of Charlemagne where the student may be given an abstract 
from one of the romances of the twelfth and thirteenth cen- 
turies, selections from Einhard, an account from a modern sec- 
ondary work, and required to construct his own narrative. The 
value of the first hand observation over oral tradition will at 
once be apparent. Another opportunity comes with the Chil- 
dren's Crusade, whose authentic sources are brief and various. 
All such topics, however, ought to be carefuly considered in the 
classroom, and the teacher ought to supply the necessary infor- 
mation about the writers not available to the students. 

MetJtod in the Third Year. — In the third year the use of 
sources for topic work can be extended and here other critical 
elements beside time and place could be introduced. A compari- 
son of a French and an English account of the work of Richard 
the Lion-hearted might be very instructive in illustrating na- 
tional bias. Even better would be a comparison of the Spanish 
and the English attitude toward Drake, Frobisher and Raleigh. 
The various accounts of Henry VIII 's destruction of monas- 
teries offer a good opportunity for the display of religious bias, 
while the different English conceptions of Napoleon bring out 
very well party prejudice. Topics of this kind are valuable 
enough to warrant the use, occasionally, of a whole hour period. 
The earlier lessons of time and place of authorship can be re- 
inforced by applying those tests here as usual, and in addition 
the new factors entering into the value of statements can be 
fixed by modern coniparisons. In this respect the American stu- 
dent has a great advantage, for he comes into daily contact wath 
almost all types of historical bias, racial, national, political, re- 
ligious, sectional, family and personal. These the skillful teacher 
can make good use of for illustrative purposes. 

In the Fourth Year. — Toward the end of the third and begin- 
ning of the fourth year source topics might be assigned to bring 
out family, party, sectional and even glaring examples of per- 
sonal and idea prejudices. Here more complicated source ma- 



History and Civics in the High School 23-. 

terials may be used, such as newspapers and legal docnmentsj. 
In a senior topic the student ought to be able to apply all the 
rules of criticism which he has acquired and gain personal ex- 
perience with more subtle tests. 

Difflciilties in Using Sources. — Obviously the use of source ma- 
terial as a basis for training in historical eriticsm has some very 
decided handicaps. Students of from eleven to seventeen years 
of age are scarcely mature enough to sense subtle distinctions of 
bias on the part of the author or to weigh a great many factors 
that demand judicious thought; to spend as much as two hours a 
week throughout the four years of history work might very well 
be considered poor pedagogical economy. During the first two 
years at least the training in criticism ought to be incidental to 
the clas.s-room work. But at all times the student ought to be 
made to feel that this is an essential part of his history work, 
not a formal exercise apart from the regular task. Perhaps the 
most serious handicap lies in the fact that many teachers know 
too little of the sources for the various fields of history to select 
material wisely. Such teachers should make every effort to 
remedy this deficiency. 

Source Books. — A more extensive discussion of the source 
method will be found in Historical Sources in the Schools (Mac- 
millan, 1902, $.50), a report made by a committee of the New 
England History Teachers' Association. Useful collections of 
sources will be found in the following: F. M. Fling, A Source 
Booh of Greek History (Heath, 1907. $1.00) ; D. C. Munro, A 
Source Book of Boman History (Heath, 1904, $1.00) ; Botsford, 
G. W. and L. S., A Source Book of Ancient History (Macmillan) ; 
Davis, W. S., Readings in Ancieiit History, Vol. I, Greece. Vol. 
II, Rome (Allyn and Bacon) ; F. A. Ogg, A Source Booh of 
Medieval History (American Book Company, 1908, $1.50) ; 
Translations and Reprints from Original Sources. 7 vols., Uni- 
versity of Pennsylvania ; J. H. Robinson, Readings in European 
History (Ginn, 1906, $1.50) ; Robinson and Beard, Readings in 
Modern European History (Ginn, 1909, 2 vols. $3.00) ; 
E. K. Kendall, Source Book of English History (Macmillan, 
1900, $.80) ; C. W. Colby, Selections from the Sources of English 
History (Longmans, 1899, $1.50) ; E. P. Cheyney, Readings in 
English History (Ginn, 1908, $1.65) ; A. B. Hart, Source-Book 



24 Bulletin of the University of Texas 

of American History (Macmillan, 1908, $.60) ; Old South Leaf- 
lets (Old South Meeting House, Boston). About 200 numbers 
already issued, 5 cents per copy, $4.00 per 100 copies, bound. 
American History Leaflets (Sorrell and Company, New York) ; 
over 36 numbers at 10 cents per copy. Duncalf and Krey, 
J'nrcllel Source Problems in Medieval History (Harper & Bros.), 
$1.10. For local history there is, of course, almost an unlimiteicl 
amount of source material from which the teacher may make 
wise selections for use with the students. 

THE TOPIC 

Tlie Importance of- Topical Study. — The synthetic process is a 
no less essential, though more difficult, part of history training. 
This requires the exercise of personal and independent judg- 
ment on the part of the student, and therefore taxes the skill of 
the trained teacher to lead the student gradually from simple 
problems involving few factors to the more complex situations 
with their nimierous, often intangible, elements. To inculcate 
in the student the habit of applying careful reasoning to the 
affairs of ordinary life so as to arrive at conclusions based upon 
honest conviction and thorough consideration is one of the most 
important tasks before the history teacher. In this endeavor the 
topic is perhaps the most effective agent. 

Use of the Topic in the First Year. — Here the teacher has to 
consider the immature age of his pupil as well as, too often, a 
lack of the best reference books for this work. However, by 
carefully using what materials he has at hand, he may accomplish 
worthy results even here. In the first year the teacher can begin 
by making simple assignments to single books. Such assignments 
ought to be primarily interesting or of use to the student in his 
other work — for example, an Olympic meet, the battle of Mara- 
thon, a Eoman legion, or one of Caesar's campaigns. The refer- 
ence ought to be very definite, in order to avoid unnecessary 
trouble for the student at first. The reports on these topics 
might best be oral, with an outline on the board and with both 
teacher and pupils on the alert to ask questions and make correc- 
tions. Later in the year the reports might be written and the 
better ones read in class. Thus the student ouaht to realize, bv 



History and Cwics in the High School 25 

the end of the first year, that both additional and interosting 
material can be obtained outside of the text. 

Use of the Topic in the Second Year. — In the second year the 
teacher can safely proceed from the mere digest of a single refer- 
ence to the combination of several accounts on a given subject. 
The element of interest or necessary additional information which 
they contain ought still to be the guiding motive in the selection 
of topics; and the assignments ought to be very definite, stating 
the work, volume and inclusive pages. Gradually the assign- 
ments could be widened to include not only a single iacident, but 
a series of connected incidents involving judgment in selection 
and arrangement; for example, the life of some minor 
character mentioned in the text-books. By the end of the year 
some simple criticism of authorities might even be essayed. But 
every new step in this work ought to be inaugurated by an oral 
example. A good topic might be read, and the pupils, under 
guidance of the teacher, might analyze it, the teacher pointing 
out clearly the new points involved. Differences between older 
reference books and modern text-books can be placed before the 
student in such a way as to cause him to appreciate the advantage 
which more recent information gives the text-book. The in- 
structor might even go so far as to have his students recognize 
the difference between a popular and an authoritative account 
and further to recognize national prejudices in the attitude of 
authors. 

U^e o/ the Topic in the Third Year.— The work can be con- 
tinued in the third year in dealing with English history. Here 
more serious bibliographical work can be assigned. A shelf 
should be set aside for the reference works dealing with the 
subject. The student ought gradually to be weaned from definite 
assignments, until he is able to take a title and hunt it down in 
the books on the shelf. He ought to be taught to note care- 
fully the author's name, the title, volume, and page, as well as 
the place and date of publication of every book he uses. By this 
time, too, he ought to become keenly aware of the differences 
between secondary and source material, and between recent and 
older books. 

XJse of the Topic in the Fourth Year. — As the student pro- 
ceeds into his senior year, he ought to be able to work out a 



26 Bulletin of the University of Texas 

fairly adequate account of a battle, a description of an insti- 
tution, an ordinary account of a war with its causes, events and 
results, or an elementary description of the social life of a 
period. On the critical side he ouoht to be on the alert for the 
more flagrant cases of racial, national, religious, sectional, fam- 
ily or personal bias on the part of the author. And he ought 
to recognize the work of a scholar in his field as more authori- 
tative than the writings of a dilettante. With all of this should 
go a certain amount of sympathetic insight, a spirit of under- 
standing, tolerance, a willingness to discount only where there 
are good reasons for discounting an author's estimate of a per- 
son or an event. 

An Example of What Is Being Done. — In the last year, es- 
pecially the latter part, the student ought to do a rather serious 
task in topical work either in contemporary civics or local his- 
tory. This topic ought to be of such a nature as to call into 
play all the training which he has obtained up to that time as 
well as to acquaint him with new problems and new materials 
in the solution of an historical account. Perhaps this can be 
best explained by what is actually being done in one, at least, 
of our own high schools. In this school, in a course on local 
history which may be elected by the students in the last term 
of the senior year, each member of the class has assigned to 
him a specific topic on local history. The subjects are of such 
a nature as to permit com.pletion within the allotted time; for 
example, the history of a local church or school, some local in- 
dustry, the founding of a town in the county, the life of one 
of the early settlers, the history of some local legend, and similar 
topics. Upon these topics the students begin work under the 
guidance of the teacher. Possible sources of information are 
suggested. The local authorities lend their heartiest co-opera- 
tion. Newspaper files for years back are thrown open to the 
students, county records are disclosed. The oldest living inhabi- 
tants gladly grant interviews, sites are examined, former loca- 
tions pointed out. If necessary, letters are written to former 
citizens. In this way the material is collected. The student 
then proceeds, on the basis of his training, to organize his ma- 
terial, to make his judgments on differences and questionable 
facts. At all times he is free to consult his teacher or other 



History and Civics in the High School 27 

mature person, but the resulting composition is distinctly liis. 
He receives due credit in his history course, and then the theme 
is looked over by the English instructor and receives credit in 
that department. As an added incentive, all compositions are 
triplicated. One copy remains in the school, one is given to 
the local library, and one is kept by the student. The greatest 
value of such work lies, of course, in the training which it gives 
the individual student, but in this particular school these ama- 
teurish researches have resulted in very valuable findings for 
the community. 

CIVICS 

The importance of the study of civics needs no emphasis. 
The teacher's great problem is where to teach it, whether before 
American history, or after it, or partly in connection with it 
and partly after it. There may be other alternatives, but at 
present there is neither a unanimous nor an authoritative opin- 
ion on this question. In general, it will perhaps best follow 
American history, but each individual teacher must canvass the 
situation for himself and decide accordingly. In that way both 
teacher and students will gain the best results. 

The student of civics ought to give the student a clear idea of 
the fundamental framework of our government. In his history 
he will learn how this developed ; in his civics he ought to gain 
a fuller description of the contemporary machinery of govern- 
ment. He ought to become acquainted with the ideals of his 
country, and likewise learn something about present-day prob- 
lems. The course should not be a mere dry enumeration of 
laws and institutions. A distinct effort should be made to show 
the students just how the different parts of our national, state, 
and local governmental systems operate. This can be done by 
holding a mock congress, legislature, and county or town meet- 
ing. An occasional talk by some public official, and a visit to 
an official meeting of local authorities will prove very stimulat- 
ing. In this way the student will gain the feeling that he, him- 
self, is to take a part in moving this machinery of government, 
that the responsibility for its success depends in part upon him- 
self. 

For additional information to supplement the text, the various 
public documents of national, state, and often local governments 



28 Bulletin of the University of Texas 

are available free of cost. The social side of the subject can 
be supplemented by a use of the periodical literature, as well as- 
hy recent works, a partial list of which is appended. 

SELECT LISTS FOR SCHOOL LIBRARIES 

The prices given below are list prices. Schools can usually 
obtain a discount of from ten to twenty per cent from list prices. 
It is sometimes convenient for a school to order all of its books 
from the same firm. A. C. McClure and Company of Chicago, 
and G. E. Stechert and Company of New York make a specialty 
of such orders. The books listed below, and almost all others 
that are still in print, can be supplied by them promptly and at 
a discount on publishers' prices. The thirty -five and fifty dollar 
lists are indicated in the hundred dollar lists by means of the 
letters (a) and (b) respectively. 

ANCIENT HISTORY. 

A Five-Dollar List of Material. 

American Historical Association : Report of the Committee of 

Five on History in Secondaiy Schools. McKinley, Phila- 
delphia. 30c. 
American Historical Association : Report of the Committee of 

Sev€n on History in Secondary Schools. Macmillan, New 

York. 50c. 
Atlas of Ancient and Classical Geography. Everyman. Dtit- 

ton. New York. 35c. 
Fling, F. M. : An Outline of Historical Method. Ainsworth, 

Chicago. 75c. 
History Teachers' Magazine. McKinley, Philadelphia. (One 

year's subscription) $1. 
New England History Teachers' Association: A Catalogue of 

the Collection of Historical Material at Simmons College. 

Houghton Mifflin, Boston. 50c. 
New England History Teachers' Association: An Outline for 

Ancient History. Heath, Bo.ston. 15c. 
New England History Teachers ' Association : Historical 

Sources in Schools. Macmillan, New York. 50c. 



History and Civics in the High School 29 

Westerman, W. L. : The Story of the Ancient Nations. Apple- 
ton, New York. $1.50. 

A Small Library, Costing Ahoid Ten Dollars. 

American Historical Association : Report of the Committee of 
Five on History in Secondary Schools. McKinley. Phila- 
delphia. 30c. 

American Historical Association : Report of the Committee of 
Seven on History in Secondary Schools. Macmillan, New 
York. 50c. 

Bourne, H. E. : The Teaching of History and Civics. Long- 
man Green, New York. $1.50'. 

Bury, J. B. : A History of Greece. Macmillan, New York. 
$1.90. 

Fling, F. M. : A Source Book of Greek History. Heath, Bos- 
ton. $1. 

History Teachers' Magazine. McKinley, Philadelphia. (One 
year's subscription) $1. 

Munro, D. C. : A Source Book of Roman History. Heath, 
Boston. $1. 

New England History Teachers' Association: A Catalogue of 
the Collection of Historical Material at Simmons College. 
Houghto^i Mifflin, Boston. 50c. 

New England History Teachers' Association: An Outline for 
Ancient History. Heath, Boston. 15c. 

New England History Teachers ' Association : Historical 
Sources in Schools. Macmillan, New York. 50c. 

Pelham, H. F. : Outlines of Roman History. Putnam, New 
York. $1.75. 

Shepherd, W. R. : Atlas of Ancient History. Holt, New York. 
90c. 

Libraries Costing Approximately Twenty-five, Fifty and One 
Hundred Dollars. 

(b) Adams. C. K. : Manual of Historical Literature. Harper, 
New York. $2.50. 

(ab) Allen, J. W. : The Place of History in Education. Black- 
wood and Sons, London. 5s. 

(ab) American Historical Association: Report of the Commit- 



30 Bulletin of the University of Texas 

tec of Five on History in Secondary Schools. McKinley, 

Philadelphia. 30c. 
(ab) American Historical Association: Report of the Commit- 
tee of Seven on History in Secondary Schools. Maemillan, 

New York. 50c. 
(ab) Andrews, Gambrill and Tall: A Bibliography of History 

for Schools. Longmans Green, New York. 60c. 
Appian : Roman History. Translation by H. White. Loeb 

Clas.sical Library. Vols. 3 and 4. $3. 
(ab)Baker, E. A.: History in Fiction. Button, New York. 

$1.50. 
(b) Barnes, M. S. : Studies in Historical Method. Heath, Bos- 
ton. 90c. 
(b)Bernheim, E. : Lehrbuch der Historischen Methode. Mc- 
Kinley, Philadelphia. $5.35. 
(b) Berry, A. J.: History and Geography. Blackie, London. 

Is 6d net. 
Botsford, G. W. and L. S. : A Source Book of Ancient History. 

Maemillan, New York. $1.30. 
Botsford, G. W and L. S. : Story of Rome as Greeks and 

Romans Tell It. Maemillan, New York. 90c. 
(ab)Bourne, H. E.: The Teaching of History and Civics. 

Longmans Green, New York. $1.50. 
Breasted, J. H. : A History of the Ancient Egyptians. Scrib- 

ner. New York. $1.25. 
(ab)Bury, J. B. : A History of Greece. Maemillan, New York. 

$1.90. 
(ab) Carpenter, A. H. : College Entrance Examinations. Greece 

and Rome. By Author, College School, Kenilworth, 111. 

80c. 
Cornill, C. H. : History of the People of Israel. Open Court 

Pub. Co., Chicago. $1.50. 
Cunningham, W. : Western Civilization. Vol. 1. Maemillan, 

New York. $1.25. 
Davis, W. S. : Readings in Ancient History. Vol. 1, Greece 

and the East. Vol. 2, Rome. Allyn and Bacon, Boston. $1 

each. 
Dio, Cocceianus : Roman Histoiy. Loeb Classical Library. Vol. 

1. Maemillan, New York. $1.50. 



History and Civics in the High School 31 

Droysen, J. G. : Outlines of the Principles of History. Trans- 
lated by E. B. Andrews. Ginn, Boston. $1. 

(b)Einhard: Life of Charlemagne. American Book Co., New 
York. 30c. 

Emerton, E.: Introduction of the Study of the Middle Ages. 
Ginn, Boston. $1.12. 

Fairbanks, A. : INIythology of Greece and Rome. Appleton, New 
York. $1.50. 

Fisher, G. P. : The Beginning of Christianity. Scribner, New 

(ab) Fling, F. M. : An Outline of Historical Method. Ains- 
worth, Chicago. 75c. 
York. $2.50. 

(ab) Fling, F. M. : A Source Book of Greek History. Heath, 
Boston. $1. • 

Fowler, H. N. : History of Ancient Greek Literature. Apple- 
to. New York. $1.40. 

Fowler, H. N. : Histoiy of Roman Literature. Appleton, New 
York. $1.40. 

Fowler, W. W. : Rome. Home University Library. Holt, New 
York. 50e. 

Freeman, E. A. : Historical Essays. 3 vols. Macmillan, Lon- 
don, $6. 

(b) George, H. B. : Historical Evidence. Clarendon Press, Ox- 
ford. 75c. 

(b) George, H. B. : Relations of Geography and History. Clar- 
endon Press, Oxford. $1.10. 

Gibbon, E. : Decline and Fall of the Roman Empire. Every- 
man. 6 vols. Dutton, New York. 35c each. 

Goodspeed, G. S. : History of the Babylonians and Assyrians. 
Scribner, New York. $1.25. 

Greenidge, A. H. J. : A. Handbook of Greek Constitutional 
History. Handbook Series. Macmillan, New York. $1.25. 

Greenidge, A. H. J. and A. M. Clay : Sources for Roman His- 
tory, 133-70 B. C. Clarendon Press, Oxford. $1.90. 

Grote, G. : History of Greece. Everyman. 12 vols. Dutton, 
New York. 35c each. 

Hall, G. S.: Methods of Teaching History. Heath, Boston. 
$1.50. 

Harrison, F. : The Meaning of History and Other Historical 
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32 Bulletin of the University of Texas 

(b)Hartwell, E. C. : The Teaching of History. Houghton 

Mifflin, Boston. 35c. 
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Everyman. 4 vols. Button, New York. 35c each. 
Morey, W. C. : Outline of Greek History. American Book 

Co., New York. $1.50. 



History and Civics in the High School 33 

Morey, W. C. : Outlines of Roman History. American Book 

Co., New York. $1.50. 
(ab)Munro, D. C. : A Source Book of Roman History. Heath, 

Boston. $1. 
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(ab) Salmon, Lucy M. : Some Principles in the Teaching of 
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Tucker, T. G. : Life in xVncient Athens. Macmillan, New York. 
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(b ) Webster, H. : Ancient History. Heath, Boston. $1.50. 

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Fling, F. M. : Outline of Historical Method. Ainsworth, Chi- 
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History and Civics in the High School 35 

HistoiT Teachers' Magazine. McKinley, Philadelphia. (One 

year's subscription) $1. 
Johnston, W. and A. K. : The Half Crown Historical Atlas. , 

Nystrom, Chicago. 60c. 
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New England History Teachei-s' Association: Historical 

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Robinson^ J. H. : History of Western Europe. Ginn, Boston. 

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York. 50c. 

Bourne, H. E. : The Teaching of History and Civics. Long- 
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Robinson, J. H. : History of Western Europe. Ginn, Boston. 
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36 Bulletin of the University of Texas 

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Davis, W. S., assisted by N. S. McKendrick : A History of 

Medieval and Modern Europe. Houghton ]\Iifflin, Boston. 

$1.50. 



History and Civics in the High School 37 

Dow, E. W. : Atlas of European History. Holt, New York. 

$1.50. 
Dimealf, F. and A. C. Krey: Parallel Source Problems of 

Medieval History. Harper, New York. $1.10. 
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Foster, H. D. and Fay, S. B. : Syllabus of Continental European 
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Fournier, A.: Napoleon the First. Holt, New York. $2. 
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38 Bulletin of the University of Texas 

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Henderson, E. F. : Historical Documents of the Middle Ages. 
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History and Civics in the High School 39 

(ab)Munro, D. C; History of the Middle Ages. Appleton, 
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(ab)Ogg, F. A.: Source Book of Medieval History. American 
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Oman, C. W. C. : European History, 476-918. Rivingtons, Lon- 
don. $1.75. 

Paris, Gaston: Medieval French Literature: Translated by H. 
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Rait, R. S. : Life in the Medieval University. Cambridge Man- 
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(b)Philips, W. A.: Modern Europe, 1815-1899. Rivingtons, 
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40 Bulletin of the University of Texas 

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Eobinson, J. H. : Readings in European History. Vol. 1. 
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Salmon, Lucy M. : Some Principles in the Teaching of History, 
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St. Francis of Assisi : The Little Flowers. The Mirror of Per- 
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Stephens, H. Morse: Revolutionary Europe, 1789-1815. Riv- 
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Thatcher, O. G. and E. H. McNeal: A Source Book for Me- 
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Wakeman, H. 0. : The Ascendancy of France, 1589-1713. Mac- 
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Walker, W. : The Reformation. Eras of the Christian Church. 
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•ENGLISH HISTORY. 

A Five-Dollar List of Material. 

Americaja Historical Association : Report of the Committee of 
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History and Civics in the High School 41 

American Historical Association : Report of the Committee of 

Seven on History in Secondary Schools. Macmillan, New 

York. 50c. 
Cheyney, E. P. : Short History of England. Ginn, Boston. 

$1.40. 
Fling, F. M. : An Outline of Historical Method. Ainsworth, 

Chicago. 75c. 
Historical Atlas. English and European History from A. D. 

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History Teachers' Magazine. McKinley, Philadelphia. (One 

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New England History Teachers' Association: A Catalogue of 

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Cheyney, E. P. : Introduction to the Industrial and Social His- 
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New England History Teachers' Association: A Catalogue of 
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42 Bulletin of the University of Texas 

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(b) Adams, G. B. and H. M. Stephens: Select Documents of 
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Allen, F. J. : Topical Outline of English History. Heath, Bos- 
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(ab) Allen, J. W;: The Place of History in Education. Black- 
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(b) Andrews, C. M. : A Short History of England. AUyn and 
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millan, New York. $1.60 net. 

(b)Bede: Ecclesiastical History. Everyman. Dutton, New York. 
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History and Civics in the High School 43 

(ab)Berry, A. J.: History and Geography. Blackie, London. 

Is 6d net. 
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44 Bulletin of the University of Texas 

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Henderson, E. F. : Select Historical Documents. Macmillan, 
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(ab)Kendall, E. K. : Source Book of English History. Mac- 
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History and Civics in the High School 45 

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Macmillan, New York. $3 net. 
King^ley, M. E. : Outline of English History. Palmer, Boston. 

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Use of High Schools and Academies. New York State 

Teacher, Ithaca, New York. 35c. 
(ab)Langlois, C. V. and C. Seignobos: Introduction to the 

Study of History. Translated by G. G. Berry. Preface 

by F. York Powell. McKinley, Philadelphia. $1.85. 
Lee : A Source Book of English History. Holt, New York. $2. 
(b)Lyali, Sir A. C. : Ri5,c and Expansion of British Dominion 

in India. Murray. London. 5s. 
Macaulay, T. B. : History of England from the Acce.ssion of 

James II. Everyman. 3 vols. Button, New York. 35g 

each. 

Macmillan : A Short History of the Scottish People. Hodder 

& Stoughton, London. $3. 
(ab)Maitland, F. W. : The Consitutional Hi.story of England. 

Putnam, New York. .$3.50. 
Malory, Sir Thomas : Le Morte d 'Arthur. Everyman. 2 vols. 

Button, New York. 35c each. 
(b)McMurry, C. A.: Special Method in History. Macmillan, 

New York. 75e. 
(ab)New England History Teachers' Association: A Catalogue 

of the Collection of Historical Material at Simmons College. 

Houghton Mifflin, Boston. 50c. 
New England History Teachers' Association: An Outline for 

English History. Heath, Boston. 15e. 
(ab) Newton and Treat: Outline for English History. Ameri- 
can Book Co., New York. 25c. 
(b)Pepys, S. : Biary. Everyman. 2 vols. Button, New York. 

35c each. 
(ab)P]oetz, C. : Epitome of Ancient, Medieval and Modern 

History. Houghton Mifflin, Boston. $3. 
Pollard, A. F. : The Historv of England. Holt New York 

50c. 
Prothero, G. W., Ed. : Select Statutes and other Constitutional 

Bocuments Illustrative of the Reigns of Elizabeth and James 

I. Clarendon Press, Oxford. $2.60. 



46 Bulletin of the University of Texas 

(b)Rait, R. S. : Life in the ^lodieval History. Cambri(lg.e 

Alanufil of Science and Literature. Cambridge University 

Press. Cambridge. 40c. 
Reich: A New Atlas of English Histoi-y. Macmillan, New 

York. $3.25. 
Robinson, J. H. : The New History. Ginn, Boston. $1.50. 
Robinson, J. H. and C. A. Beard: Development of Modern 

Europe. Vol. 2. (iinn, Boston. $1.60. 
(b) Russell, G. W. E. : Life of Gladstone. Everyman. But- 
ton, New York. 35c. 
(b) Salmon, Lucy M. : Some Principles in the Teaching of 

History. University of Chicago Press, Chicago. 50c. 
Seeley, J. R.: Expansion of England. Little Brown. Boston. 

$1.75. 
Shepherd, AV. R. : Historical Atlas. Holt, New York. $2.50. 
Smith, A.: Wealth of Nations. Everyman. 2 vols. Button, 

New York. 35c each. 
Smith, G. : Three English Statesmen. Macmillan, New York. 

$1.50. 
Stubbs, W. : The Early Plantagenets. Longmans Green. New 

York. $1. 
(b) Taylor, R. W. C. : The Factory System and the Factory 

Acts. Scribner, New York. $1. 
Thomas, A. C. : A History of England. Heath, Boston. $1.50. 
(b) Thompson, H. H. : English Monasteries. Putnam, New 

York. 40c net. 
Tregarthen, G. : Australian Commonwealth. Putnam, New 

York. $1.50. 
(ab)Trenholme, N. : Outline of English History. McKinley, 

Philadelphia. 57c. 
Vincent, J. M. : Historical Research. Holt, New York. $2. 

AMERICAN HISTORY AND CIVICS. 

The basis of a good high school library in Ignited States his- 
tory is furnished by two works. These are: (1) Tlie American 
Nation, Harpers, New York, in twenty-seven volumes, written 
by leading historians of America and edited by Professor A. B. 
Hart; (2) The biographies of the American Staiesrnan Series 
(Houghton Alifflin and Company, Boston). The price of the 



Vol. 


3 


Vol. 


4 


Vol. 


5 



History and Civics in the High School 17 

first is $2.00 a volume; of the second, $1.25. These are redneed 
by school discounts to about $1.60 and $1.10, respectively. Vol- 
umes may be bought separately, and thus the sets may be grad- 
woViy acquired. The contents of the two sets follow : 

THE AMERICAN NATION 

Group 1. — Foundations of the Nation 

Vol. 1 European Background of American History. By 
Edward P. Cheney, A.M., Professor of History. 
University of Pennsylvania. 
Vol. 2 . Basis of American History. By Livingston Pan-and, 
A.M., M.D., Professor of Anthropology, Columbia 
University. 
Spain in America. By Edward G. Bourne, Ph.D., 

Professor of History, Yale University. 
England ■ in America. By Lyon G. Tyler, LL.D., 

President of William and Mary College. 
Colonial Selp-Government. By Charles McL. An- 
drews, Ph.D.. Professor of History, Bryn Mawr Col- 
lege. 

Group 2. — Tra)isfornmtion into a Nation 

Vol. 6 Provincial America. By Evarts B. Greene, Ph.D., 
Professor of History, X^niversity of Illinois. 

Vol. 7 France in America. By Reuben Gold Thwaites, 
LL.D., Secretary of the State Historical Soeiety of 
Wisconsin. 

Vol. 8 Preliminaries op the Revolution. By George Elliott 
Howard, Ph.D., Professor of Institutional History, 
University of Nebraska. 

Vol. 9 The American Revolution. By Claude H. Van Tyne, 
Ph.D., Professor of American History, University 
of ^Michigan. 

Vol. 10 The Confederation and the Constitution. By An- 
drew C. McLaughlin, A.M., Director of the Bureau 
of Historical Research, Carnegie Institution. 

Group 3. — Development of the Nation 

Vol. 11 The Feder.ylist System. By John S. Bassett. Profes- 
sor of American History, Smith College. 



48 Bnlletin of the University of Texas 

Vol. 12 The Jeffersonian System. By Edward C. Channing, 
Ph.D., Professor of History, Harvard University. 

Vol. 13 The Rise of American Nationality. By Kendric C. 
Babcock, Ph.D., President of the University of Ari- 
zona. 

Vol. 14 EiSE OF the New West. By Frederick Jackson Turner, 
Professor of American History, University of Wis- 
consin. 

Vol. 15 Jacksonian Democracy. By William MacDonald, 
LL.D., Professor of History, Brown University. 

Group 1. — Trial of Nationality 

Vol. 16 Slavery and Abolition. By Albert B. Hart, Ph.D., 

LL.D.. Professor of History, Harvard University. 
Vol. 17 Westward Extension. By George P. Garrison, Ph.D., 

Professor of History, University of Texas. 
Vol. 18 Parties and Sfavery. By Theodore C. Smith, Ph.D., 

Professor of American History, Williams College. 
Vol. 19 Causes of the Civil War. By French E. Chadwick, 

U. S. N., recent President of the Naval War College. 
Vol. 20 The Appeal to Arms. By James K. Hosmer. LL.D., 

recent Librarian of the Minneapolis Public Library. 
Vol. 21 Outcome of the Civil War. By James K. Hosmer, 

LL.D. 

Group o. — National Expansion 

Vol. 22 Reconstruction, Political and Economic. By Wil- 
liam A. Dunning, Ph.D., Professor of History, Co- 
lumbia University. 

Vol. 23 National Development. By Edwin Erie Sparks, 
A.M., Professor of American History, University of 
Chicago. 

Vol. 24 National Preblems. By Davis R. Dewey, Ph.D., 
Professor of Economics, Massachusetts Institute of 
Technology. 

Vol. 25 America as a World Power. By John H. Latane, 
Ph.D., Professor of History, Washington and Lee 
Universitv. 



History and Civics in the High ScJiool 



41> 



Vol. 26 National Ideals Historic.vlly Traced. By Albert B. 

Hart, LL.D., Ph.D., Professor of History, Harvard 

University. 
Vol. 27 Index to the American Nation. Prepared by David 

M. Matteson, AM. 



AMERICAN STATESMEN 



Ben.jamin Franklin. 
Samuel Adams 
Patrick Henry. 
George Washington, 2 vols. 
John Adams. 
Alexander Hamilton, 
gouverneur morris. 
John Jay. 
John Marshall. 
Thomas Jefferson. 
James Madison. 
Albert Gallatin. 
James Monroe. 
John Quincy Adams. 
James G. Blaine. 
John Randolph 



Andrew Jackson. 
]\[artin Van Buren. 
John Sherman. 
Henry Clay, 2 vols. 
Daniel Webster. 
John C. Calhoun. 
John Sherman. 
Thomas H. Benton. 
Lewis Cass. 

Abraham Lincoln, 2 vols. 
William H. Seward. 
Salmon P. Chase. 
Charles Francis Adams. 
Charles Sumner. 
Thaddeus Ste\^ns. 



When funds are available eaeh school should have a set of the 
historical writings of Francis Parkman (Little, Brown and Com- 
pany, Boston) and of John Fiske (Houghton, Mifflin and Com- 
pany, Boston). Both were great literary historians, and their 
charming style stimulates interest in historical reading. 

A Five-Dollar List of Material 

American Historical Association : Report of the Committee of 
Five on History in Secondary Schools. McKinley, Phila- 
delphia. 30c. 

American Historical Association : Report of the Committee of 
Seven on History in Secondary Schools. Macmillan, New 
York. 50c. 

Fling, F. M. : Outline of Historical Method. Ainsworth, Chi- 
cago. 75c. 



50 Bulletin of the University of Texas 

Hart. A. B. : Kpor-li Map.s 111 iistratinji' American History. Long- 

man.s Green, New York. 50e. 
Hart, A. B.: A Source Book of Ainericnn History, ^racinillan. 

New York. 60c. 
History Teachers' Magazine: McKinley, Philadelphia. (One 

year's subscription) $1. 
IMuzzey. D. S. : American History. Ginn, Boston. $1.50. 
New England History Teachers' Association: A Catalogue of 

the Collection of Historical ^laterial at Simmons College. 

Houghton INIifflin. Boston. 50c. 
New England History Teachers' Association: An Outline for 

American History. Heath. Boston. 15c. 

.4. Small Libra rij, Cosiincj About Ten Dollars. 

American Histoi-ical Association : Report of the Committee of 
Five on History in Secondary Schools. ]\IcKinley, Phila- 
delphia. 30c. 

American Historical Association : Ecport of the Committee of 
Seven on History in Secondary Schools. Macmillan, New 
York. 50c. 

Barker, E. C. Potts, C. S., and Ramsdell, C. W. : School History 
of Texas. Eow, Patterson, Chicago. 65c. 

Bassett, J. S. : A Short History of the United States. Mac- 
millan, New York. $2.50 net. 

Bourne. H. E. : The Teaching of History and Civics. Long- 
mans Green, New York. $1.50. 

Hart, A. B. : Epoch Maps Illustrating American History. Long- 
mans Green, New York. 50c. 

Hart, A. B. : A Source Book of American History. Macmillan, 
New York. 60c. 

History Teachers' ^Magazine : ]\IcKinley, Philadelphia. (One 
year's subscription) $1. 

James. J. A. and A. II. Sanford : Government in State and 
Nation. Scribner, New York. $1. 

Kingsley, M. E. : Outline Studies in United States History. 
Palmer, Boston. 35c. 

Muzzey, D. S. : American History. Ginn, Boston. $1.50. 

New England History Teachers' Association: A Catalogue of 
the Collection of Historical ^laterial at Simmons College. 
Houghton Mifflin, Boston. 50c. 



History and Ciuics in the High School 51 

New England History Teachers' Association: An Outline for 

American History. Heath, Boston. 15c. 
Wolfson, A. M. : Ontline for Review in Civics. American Rook 

Co.. New York. 25c. 

Libraries Costing Approxinmtelij Twentij-five, Fifty and One 
Hunelred Dollars. 

(b) Allen, J. W. : The Place of History in Education. Black- 
wood, London. 5s. 

American Historical Association : Report of the Committee of 
Five on History in Secondary Schools. McKinley, Phila- 
delphia. 30c. 

American Historical Association : Report of the Committee of 
Seven on History in Secondary Schools. .Alacmillan, New 
York. 50e. 

Ames, H. V.: State Documents on Federal Relations. Long- 
mans Green, New York. $1.75. 

Andrews, C. M. : Colonial Self-Government. Harper New York 
$2. . ' ■ 

(b) Andrews, Gambrill and Tall: A Bibliography of ILstory 
for Schools. Longmans Green, New York. 50c. 

(ab)Barker, E. C, C. S. Potts and C. W. Ramsdell : School His- 
tory of Texas. Row, peterson, Chicago. 65c. 

(ah)Bassett, J. S. : A Short History of the United States. Mac- 
millan, New York. $2.50 net. 

Beard, C. A. : Readings in American Government and Politics. 
(Revised.) ]\Lacmillan, New York. $1.90 net. 

(b)Bogart, J. L. : The Economic History of the United States. 
Longmans Green. New York. $1.75. 

(ab)Bolton, H. E. and Barker, E. C. : With the Makers of 
Texas. American Book Co., New York. 60c. 

<ab) Bourne, H. E. : The Teaching of History and Civics. Long- 
mans Green, New York. $1.50. 

(ab)Brigham, A. P.: Geographic Influences in American His- 
tory. Ginn, Boston. $1.25. 

(b)Brooks, E. C. : The Story of Cotton and the Development 
of the Cotton States. Rand McNally, Chicago. 75c. 

<b)Bryce, J.: American Commonwealth. Abridged Edition. 
Macmillan, New York. $1.75. 



52 Bulletin of the University of Texas 

Caldwell, H. W. and C. E. Persinger: Source History of the 
United States from Discovery, 1492, to Reconstruction, 1877, 
Ainsworth, Chicago. $1.25. 

Callender, G. S. : Selections from the Economic History of the 
United States, 1765-1860. Ginn, Boston. $2.75. 

(b)Channing, E. : Student's History of the United States. 
Macmillan, New York. $1.40. 

(ab)Channing, E., A, B. Hart and F. J. Turner: Guide to 
Study and Heading of American History. Ginn, Boston. 
$2.50. 

Cheyney, E. P. : The European Background of American His- 
tory. Harper, New York. $2. 

(ab)Coman, K. : Industrial History of the United Statas. Mac- 
millan, New York. $1.50. 

Dodd, W. E., Ed. : The Riverside History of the United States, 
4 vols. Houghton, Mifflin & Co., New York. $5.00. (Vol. 
1 : Becker, Beginnings of the American People ; Vol. 2, John- 
son, Union and Democracy; vol. 3, Dodd, Expansion and 
Conflict; vol. 4, Paxson, the New Nation. The volumes are 
sold separately at $1.25 each.) 

Groscup, G. C. : A Synchronistic Chart of United States History 
with a Chronological Text by E. D. Lewis. "Windsor Pub. 
Co., New York. $1.50 net. 

Dodd, W. E. : Statesmen of the Old South. Macmillan, New 
York. $1.50. 

(ab)Fish, C. R. : The Development of American Nationality, 
American Book Co., New York. $2.25. 

Fiske, J. : The Critical Period. Houghton Mifflin. Boston. $2. 

Fling, F. M. : An Outline of Historical Method. Ainsworth, 
Chicago. 75c. 

Forman, S. E. : Advanced Civics. Century, New York. $1.25. 

Foster, J. W. : A Century of American Diplomacy. Houghton 
Mifflin, Boston. $2.50. 

George, G. B. : Historical Evidence. Clarendon Press. Ox- 
ford. 75c. 

Hart, A. B. : American History Told by Contemporaries. 4 
vols. Macmillan, New York. $7. 

(b)Hart, A. B. : Epoch Maps Illustrating American History, 
Longmans Green, New York. 50e. 



History and Civics in the High School 53 

(ab)Hart, A. B.': Essentials in American History. American 
Book Co., New York. $1.50. 

(b)nart, A. B. : Formation of the Union. Longmans Green, 
New York. $1.25. 

(ab)Hart, A. B. and E. Channing, Ed.: The American History 
Leaflets. P. F. Simmons, 3 E. 14 St., New York. $3.60. 

HaskinV: The American Government. J. J. Ives & Co., New 
York. $1. 

Hinsdale : How to Study and Teach History. McKinley, Phila- 
delphia. $1.50. 

(ab) History Teachers' Magazine. McKinley, Philadelphia. 
(One year's subscription) $1. 

(b)Jager, 0.: The Teaching of History. Translated by H. J. 
Chayter. McKinley, Philadelphia. $1.52. 

James, J. A. and C. W. Mann: Readings in American History. 
Ginn, Boston. $1.50. 

(ab) James, J. A. and A. H. Sanford: Government in State and 
Nation. Scribner's, New York. $1 net. 

Johnson, A., Ed. : Readings in American Constitutional His- 
tory. Houghton IMifflin, Boston. $2.50. 

Keatinge, W. M. : Studies in the Teaching of History. Black, 
London. Is 6d. 

(ab)Kingsley, M. E. : Outline Studies in United States His- 
tory. Palmer, Boston, 35c. 

(ab)Langlois, C. V. and C. Seignobos : Introduction to the 
Study of History. Translated by G. G. Berry. Preface 
by F. York Powell. McKinley, Philadelphia. $1.85. 

Lodge, H. C. : George AVashington. Houghton Mifflin, Bo.ston. 
$1.25. 

(ab)MacCoun, T. : Historical Geography of the United States. 
Silver Burdett, New York. 90c net. 

(b)Mace, W. H. : Method in History for Teachers and Stu- 
dents. Ginn, Boston. $1, 

(b)McMurry, C. A.: Special Method in History. Macmillan, 
New York. 75c. 

(ab)MacDonald, W. : Documentary Source Book of American 
History. Macmillan, New York. $1.75. 

McKinley, A. E., Ed. : Illustrated Topics for American His- 
tory. McKinley, Philadelphia. Complete set with cover. 
87c. Postage extra. 



54 Bulletin of ike University of Texas 

McLaughlin, A. C. : History of the American Nation. Apple- 
ton, New York. $1.40. 
Morse, Jr., J. T. : Abraham Lincoln. 2 vols. Houghton Mifflin, 

Boston. $2.00. 
(ab)Muzzey, D. S. : American History. Ginn, Boston. $1.50. 
(a) New England History Teachers' Association: A Catalogue 

of the Collection of Historical Material at Simm6ns Col- 
lege. Houghton Mifflin, Boston. 50c. 
(ab)New England History Teachers' Association: Historical 

Sources in Schools. Macmillan, New York. 50c. 
(ab)New England History Teachers' Association: An Outline 

for American History. Heath, Boston. 15c. 
(b)New England History Teachers' Association: An Outline 

for the Study of American Civil Government in Secondary 

Schools. Macmillan, New York. 50c. 
Newton and Treat : Outline for Review in American History. 

American Book Co., New York. 25c. 
Old South Leaflets. E. D. Mead, Ed. 205 Numbers. Directors 

of the Old South Work, Boston. $8.25. 
(b)Paxson, P. L. : The Last American Frontier. Macmillan, 

New York. $1.50. 
(b)Ploetz, C. : Epitome of Ancient Medieval and Modern His- 
tory. Houghton Llififllin, Boston. $3. 
Reinsch, P. : Readings on American Federal Government. Ginn, 

Boston. $2.25. 
Robinson, J. H. : The New History. Ginn, Boston. $1.50. 
Root, W. T. and H. V. Ames: Syllabus of American Colonial 

History. Longmans Green, New York. $1. 
Schuyler, R. L. : A Syllabus of American History. Columbia 

University Press, New York. 25c net. 
Semple, E. C. : Influences of Geographical Environment. Holt, 

New York. $4 net. 
(b) Taussig, F. W. : The Tariff History of the United States. 

Putnam, New York. $1.50. 
(ab)Thwaites, R. G.: The Colonies, 1492-1750. Longmans 

Green, New York. $1.25. 
(b) Turner, F. J.: The Rise of the New West. Harper, New 

York. $2. 
Vincent, J. M. : Historical Research. Holt, New York. $2. 



History and Civics in the High School 55 

White: Pupils' Outline in United States History. American 

Book Co., New York. 30e. 
(b) Wilson, W. : Division and Reunion, 1829-1889. Longmans 

Green, New York. $1.25. 
(ab)Wolfson, A. M. : Outline for Review in Civics. American 

Book Co., New York. 25e. 



LIBRARY OF CONGRESS 

lilllllilllllillllillilllil 

018 460 416 4 



i 



